Jorba and Sanmartí’s Scaffolding and Learning Cycle: Convergence and Application in Mathematical Education
- Yina Marcela Hoyos Doria
, - Misael Beltrán,
- Pedro Jesús Hernández Rizzo,
- Wilson Javier Parra Angarita
Abstract
Although Jorba and Sanmartí's scaffolding and learning cycle have accumulated several
decades of research, no study has performed a conjoint analysis of both methods. Based on their
theoretical approaches, this paper presents a conceptual model for their convergence. This link
made it possible to design and implement a didactic sequence contextualized for the teaching
of rational numbers in rural schools. A novel metacognitive evaluation card was constructed in
order to integrate convergence, the teacher’s role, and the expected student performances. The
worksheet facilitated the results and revealed, from an empirical and descriptive perspective,
that the proposed convergence is effective because it favored the understanding of the content,
promoted student’s; autonomy, and significantly impacted their affectivity. However, the gradual
withdrawal of the teacher’s support and the increasing complexity of the activities caused a
progressive decrease in the student’s; performances. The proposed conjunction adapts well to
the rural school learning context and is expected to be attractive for combining both cognitive
and socio-affective interests.
Keywords
scaffolding, Jorba and Sanmartí’s learning cycle, rural context, mathematical education
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